A Study On The Effects Of Meme-based Reading-to-write Teaching Model On Junior High School English Writing Teaching

As one of the five language abilities,Writing is a reflection of students’ overall language ability and is given high priority in the second language acquisition process.However,writing is often considered one of the most difficult abilities for English language learners.For junior language learners with low language proficiency,writing is relatively difficult.Likewise,there have been doubts and difficulties for English teachers on how to teach English writing effectively.Therefore,the current situation of teaching English writing in junior high schools still presents many problems and is not optimistic.Listening,reading and watching are the input process,speaking and writing are the output process.Students can read more before writing to expand their vocabulary and grow their knowledge reserves.Reading and writing as an organic whole,they have a mutual promotion,complementary role,reading-to-write model of teaching is exactly proceeding in this way.In order to improve junior high school students’ English writing ability,teachers need to strengthen the cultivation of students’ reading ability and writing ability in the usual reading teaching time,and help students analyze the structure of reading articles.Through relevant vocabulary and sentence memes’ input,will lay a good foundation for writing.For junior language learners with low language abilities,input through a large amount of reading materials and imitate them is the first step in writing output.The memetics regards every word or sentence pattern that can be copied and transmitted as a meme.Therefore,based on Krashen’s input hypothesis theory and Swain’s output hypothesis theory,this study combined the characteristics of the complete growth cycle of memes(assimilation-retention-expression-transmission)to construct a meme-based reading-to-write teaching model and conducted a 12-week teaching application study on students in a junior high school in Fuyang.The subjects of the study were 100 students in two classes of grade 9,with class A as the experimental class and class B as the control class.The study was conducted with the help of test method,questionnaire method,text analysis method and interview method,and the experimental data were analyzed by the statistical software SPSS to answer the following research questions.1.What is the effect of the meme-based reading-to-write teaching model on the students’ English writing ability?(1)What is the effect on the students’ achievements in English writing?(2)What is the effect on the students’ vocabulary accuracy in English writing?(3)What is the effect on the students’ syntactic complexity in English writing?2.What is the effect of the meme-based reading-to-write teaching model on the students’ attitude toward English writing?(1)What is the effect on the students’ English writing emotion?(2)What is the effect on the students’ English writing cognition?(3)What is the effect on the students’ English writing behavioral tendency?The results of the study showed that the application and application of the meme-based reading to-write teaching model in junior high school English classrooms is feasible and effective.First,in terms of writing ability,the meme-based reading to-write teaching model improved students’ English writing ability,mainly in terms of improving their English writing performance and improving their English writing vocabulary accuracy and syntactic complexity.Second,in terms of writing attitudes,the meme based reading to-write teaching model has changed students’ attitudes toward English writing,mainly in terms of their emotional,cognitive,and behavioral tendency toward English writing.Therefore,it is of certain positive significance to apply the meme-based reading-to-write teaching model to English teaching.Finally,based on the findings of the study,the following teaching suggestions are proposed: First,laying emphasis on the input of language knowledge through reading;second,laying emphasis on the writing output;third,.rational design of teaching activities.It is hoped that this study can be helpful to junior high school English teachers’ writing teaching.